Please share your wonderful instructional or management strategies below. If you are a member, click "edit" to get started. If you are not a member, please join Wikispaces to get started.
The Parallel Curriculum Model (PCM)
Curriculum should take into an account the individual characteristics of learners (Vygotsky), curriculum should provide opportunities for learners to experience romance, technical proficiency, and generalization within content areas (Whitehead), and curriculum should allow students to both learn and apply methods in ways that encourage active learning (Bruner). Essential to the PCM is the concept of Ascending Intellectual Demand (AID); basing curricular decisions on the individual student’s knowledge and skills, as well as ongoing growth over time, allows depth of complexity and thought as the student develops expertise in the content. You don't have to reinvent the wheel in order to use the PCM as a curriculum planning guide. Take what you have, and make it better! Use the PCM organizer tool as guide to ensure you address multiple parallels, including the Core Curriculum, the Connections Parallel, the Practice Parallel, and the Identity Parallel. PCM Organizer.doc
Digital Storytelling
Digital Storytelling is an emerging form of creative work, where individuals tell their own personal narratives in an emotionally engaging form of technological media. Programs such as PhotoStory and Windows Movie Maker are commonly used. Digital Storytelling fits in with the workshop model of teaching reading and writing, and is highly meaningful. Visit the Center of Digital Storytelling to find and view examples to use in class.
Choice
Choice is an essential curriculum component for gifted students. Encourage depth of thought and keep students engaged by using learning menus, learning grids, and learning proposals. Because these tools are open-ended and put your GT student(s) in charge of their own learning, students will have a feeling of ownership over their own learning process, as well as be challenged to extend their skills to more expert levels. When students are allowed to have some choice in the academic tasks they complete, students demonstrate greater depth of thought, focused engagement on the academic task(s), and creativity.
Learning Proposal
When you were a student, did you ever have a great idea and wish you could pursue it? The learning proposal allows students to pursue their interests within an academic discipline. Students create an alternative assignment to be completed in replacement of a teacher-designed academic task. A student generates the idea(s), submits a completed learning proposal (and grading rubric, if appropriate), and the teacher approves/disapproves the proposal based on the submission. Students will need "training" to understand what criteria you will use to approve/disapprove a learning proposal; they may also need to be trained in your behavioral expectations when working on alternative tasks (when to ask for help, what classroom materials may be used, etc). Sample learning proposal: learning proposal.doc
Learning Menus/Grids
Learning menus/grids provide a variety of instructional options that target particular learning outcomes. While students are empowered to choose the option(s) that are most personally appealing, the teacher directs the learning experience by creating the tasks, order of completion, and other details.
Abstract ideas require greater complexity of thought and feeling and are more easily and thoroughly understood when personally experienced. The effective use of problem-based learning experiences, simulations, and games can increase complexity of thought, student understanding, and motivate student interest.
Problem-Based Learning
In problem-based learning experiences, students lead the educational experience while the teacher serves as a facilitator. The teacher presents students with an ill-structured problem that involves the acquisition of knowledge in multiple disciplines, creative problem solving, self-selected learning strategies, and team participation.There are many resources that can give you sample problem-based tasks and guide you to adapt your own lessons to the problem-based learning method. You may want to adapt a problem that has already been created to fit within your curriculum. For example, I used the Extrasensory Perception--Pseudoscience? from the National Center for Case Study Teaching in Science for the basis of my own problem-based challenge for PFLEX students. After considering the learning objectives I wanted my students to experience, I developed ESP Fringe Science.doc for elementary PFLEX students. The PBL is an inquiry-based method that is appropriate for all content areas. Note: An ill-structured problem is a problem that complex, ill-defined, and depend on the priorities underlying the situation. Typically, ill-structured problems have no set "right" or "wrong" answer, but can be answered based upon research, problem-solving, and more. More information about ill-structured problems can be found at the PSU website: Information About Problem Solving. When using this instructional strategy, be certain to establish behavioral expectations when introducing the problem. Additional resources.
Simulations
Simulations teach student to analyze information, share knowledge by communicating effectively with others, develop leadership and responsibility, work collaboratively, role play, and more all within authentic, realistic experiences. Many people are familiar with the Pioneers or Oregon Trail simulations, but many others are available, and it is not at all difficult to adapt one of your own units into a simulation. Interact sells simulations for all four content areas. Sample Simulation Outline: simulation outline.doc
Research and Independent Study
Many teachers like the idea of incorporating research and independent study into the curriculum of gifted students, but often find the experience frustrating because the students are not as productive as expected. Gifted students cannot be expected to research and produce independently without the ongoing support of the classroom teacher. Small-group instruction, one-on-one instruction, in addition to lessons presented to the entire class will help keep students on track. Mini-lessons emphasizing the purpose for research will help "re-train" students to think of research as a tool to produce new information rather than "regurgitating" information they've read or watched in a video; exciting by-products of this type of task is increased motivation, passion, and curiosity in students, as well as a desire to pursue other research-based endeavors. It is essential that students experience a variety of research methods and purposes, such as historical, descriptive, action, or experimental, in order for them to develop their own personal research methods, as well as find a research arena that suits their interests and passions. Providing students with a way to keep track of their progress and providing adequate, constructive, and effective feedback are also vital so that students recognize their strengths and weaknesses, learn to set goals, and learn how to reflect upon their own progress. Consider having students prepare for student-teacher sessions with conference record forms, journaling, or other organizational formats. Be sure to include time during the school day or week to allow students to share their discoveries so that students understand that their work has value and purpose beyond the classroom and how it can be applied to the world. The following documents may be useful in developing students' research skills and independent study methods:
Please share your wonderful instructional or management strategies below. If you are a member, click "edit" to get started. If you are not a member, please join Wikispaces to get started.
The Parallel Curriculum Model (PCM)
Curriculum should take into an account the individual characteristics of learners (Vygotsky), curriculum should provide opportunities for learners to experience romance, technical proficiency, and generalization within content areas (Whitehead), and curriculum should allow students to both learn and apply methods in ways that encourage active learning (Bruner). Essential to the PCM is the concept of Ascending Intellectual Demand (AID); basing curricular decisions on the individual student’s knowledge and skills, as well as ongoing growth over time, allows depth of complexity and thought as the student develops expertise in the content. You don't have to reinvent the wheel in order to use the PCM as a curriculum planning guide. Take what you have, and make it better! Use the PCM organizer tool as guide to ensure you address multiple parallels, including the Core Curriculum, the Connections Parallel, the Practice Parallel, and the Identity Parallel. PCM Organizer.doc
Digital Storytelling
Digital Storytelling is an emerging form of creative work, where individuals tell their own personal narratives in an emotionally engaging form of technological media. Programs such as PhotoStory and Windows Movie Maker are commonly used. Digital Storytelling fits in with the workshop model of teaching reading and writing, and is highly meaningful. Visit the Center of Digital Storytelling to find and view examples to use in class.
Choice
Choice is an essential curriculum component for gifted students. Encourage depth of thought and keep students engaged by using learning menus, learning grids, and learning proposals. Because these tools are open-ended and put your GT student(s) in charge of their own learning, students will have a feeling of ownership over their own learning process, as well as be challenged to extend their skills to more expert levels. When students are allowed to have some choice in the academic tasks they complete, students demonstrate greater depth of thought, focused engagement on the academic task(s), and creativity.
Learning Proposal
When you were a student, did you ever have a great idea and wish you could pursue it? The learning proposal allows students to pursue their interests within an academic discipline. Students create an alternative assignment to be completed in replacement of a teacher-designed academic task. A student generates the idea(s), submits a completed learning proposal (and grading rubric, if appropriate), and the teacher approves/disapproves the proposal based on the submission. Students will need "training" to understand what criteria you will use to approve/disapprove a learning proposal; they may also need to be trained in your behavioral expectations when working on alternative tasks (when to ask for help, what classroom materials may be used, etc). Sample learning proposal: learning proposal.doc
Learning Menus/Grids
Learning menus/grids provide a variety of instructional options that target particular learning outcomes. While students are empowered to choose the option(s) that are most personally appealing, the teacher directs the learning experience by creating the tasks, order of completion, and other details.
Sample Menu: Sample Menu.doc
Sample Grid: Sample Grid.doc
Additional Samples
Problem-Based Learning and Simulations
Abstract ideas require greater complexity of thought and feeling and are more easily and thoroughly understood when personally experienced. The effective use of problem-based learning experiences, simulations, and games can increase complexity of thought, student understanding, and motivate student interest.
Problem-Based Learning
In problem-based learning experiences, students lead the educational experience while the teacher serves as a facilitator. The teacher presents students with an ill-structured problem that involves the acquisition of knowledge in multiple disciplines, creative problem solving, self-selected learning strategies, and team participation.There are many resources that can give you sample problem-based tasks and guide you to adapt your own lessons to the problem-based learning method. You may want to adapt a problem that has already been created to fit within your curriculum. For example, I used the Extrasensory Perception--Pseudoscience? from the National Center for Case Study Teaching in Science for the basis of my own problem-based challenge for PFLEX students. After considering the learning objectives I wanted my students to experience, I developed ESP Fringe Science.doc for elementary PFLEX students. The PBL is an inquiry-based method that is appropriate for all content areas. Note: An ill-structured problem is a problem that complex, ill-defined, and depend on the priorities underlying the situation. Typically, ill-structured problems have no set "right" or "wrong" answer, but can be answered based upon research, problem-solving, and more. More information about ill-structured problems can be found at the PSU website: Information About Problem Solving. When using this instructional strategy, be certain to establish behavioral expectations when introducing the problem. Additional resources.
Simulations
Simulations teach student to analyze information, share knowledge by communicating effectively with others, develop leadership and responsibility, work collaboratively, role play, and more all within authentic, realistic experiences. Many people are familiar with the Pioneers or Oregon Trail simulations, but many others are available, and it is not at all difficult to adapt one of your own units into a simulation. Interact sells simulations for all four content areas. Sample Simulation Outline: simulation outline.doc
Research and Independent Study
Many teachers like the idea of incorporating research and independent study into the curriculum of gifted students, but often find the experience frustrating because the students are not as productive as expected. Gifted students cannot be expected to research and produce independently without the ongoing support of the classroom teacher. Small-group instruction, one-on-one instruction, in addition to lessons presented to the entire class will help keep students on track. Mini-lessons emphasizing the purpose for research will help "re-train" students to think of research as a tool to produce new information rather than "regurgitating" information they've read or watched in a video; exciting by-products of this type of task is increased motivation, passion, and curiosity in students, as well as a desire to pursue other research-based endeavors. It is essential that students experience a variety of research methods and purposes, such as historical, descriptive, action, or experimental, in order for them to develop their own personal research methods, as well as find a research arena that suits their interests and passions. Providing students with a way to keep track of their progress and providing adequate, constructive, and effective feedback are also vital so that students recognize their strengths and weaknesses, learn to set goals, and learn how to reflect upon their own progress. Consider having students prepare for student-teacher sessions with conference record forms, journaling, or other organizational formats. Be sure to include time during the school day or week to allow students to share their discoveries so that students understand that their work has value and purpose beyond the classroom and how it can be applied to the world. The following documents may be useful in developing students' research skills and independent study methods:
Research Tools: Project Toolbox.doc
Taking Notes Online: Online Notes.doc
Project Planning and Documentation Record: PFLEX project planning record.doc